Grade: 7 Unit: 2 Week: 5 Content: ELA Dates: 10/29-11/2
Theme Essential Question: How do characters, real and fictional, use words and actions to demonstrate perseverance?
Essential Questions:
What is a claim?
What are specific questions you (the student) may ask about your topic?
What evidence from texts will you use to support your claim?
How does a writer select purposeful language to clarify relationships between claims and evidence?
What will you use for a visual display?
Standards (Weeks 4-6)
W.7.1.a Text Types and Purposes: Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
W.7.1.b Text Types and Purposes: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
W.7.1.c Text Types and Purposes: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
W.7.1.d Text Types and Purposes: Establish and maintain a formal style.
W.7.1.e Text Types and Purposes: Provide a concluding statement or section that follows from and supports the argument presented.
W.7.7 Research to Build Present Knowledge: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
W.7.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.9.a Research to Build and Present Knowledge: Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).W.7.1.c Text Types and Purposes: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
W.9.b Research to Build and Present Knowledge: Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”)
SL.7.2 Comprehension and Collaboration: Analyze the main ideas and supporting details presented in diverse media and formats (e.g. visually quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
SL.7.5 Presentation of Knowledge and Ideas: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
Ongoing Standards
R.L.7.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
R.L.7.1 Key Ideas and Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
R.I.7.1 Key Ideas and Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
R.I.7.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literary non-fiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
W.7.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.10 Range of Writing: Write routinely over extended time frames (times for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
SL.7.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.7.1.a Comprehension and Collaboration: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.7.1.b Comprehension and Collaboration: Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
SL.7.1.c Comprehension and Collaboration: Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
SL.7.1d Comprehension and Collaboration: Acknowledge new information expressed by others and, when warranted, modify your own views.
L.7.2 Conventions of Standard English: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
L.7.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.7.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
L.7.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; word’s position or function in a sentence) as a clue to the meaning of a word of phrase.
L.7.4.c Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital prints to find the pronunciation of a word or determine or clarify its precise meaning or its part growth.
L.7.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension.
Objectives: The Learner Will
TLW research a famous person who they think persevered in spite of significant challenges.
TLW identify a claim based on a character’s perseverance in a text.
TLW will identify relevant evidence to support the claim.
TLW analyze film and/or audio for how the author uses technique for effect.
TLW draw evidence from literary, informational texts or media that support analysis, reflection, and research.
TLW will create an argumentative/persuasive essay/media presentation that demonstrates command of conventions of standard English and include an appropriate visual display.
Assessment Product (Research started in Week 4- Product and presentation completed in Week 5/6):
Research Presentation: Work on Research Essay/Multimedia Presentation for final week. Research famous person who you think persevered in spite of significant challenges. See if you can find a video clip of him/her speaking, and a news article about his/her life/speech. Argumentative essay/presentation must reflect how he/she demonstrated perseverance through their words and/or actions.
Focus questions for research:
Where did the character live, and why?
What was that character’s historical context?
What role, if any, does the character’s family play in his/her outlook on life?
What obstacle(s) does the character overcome? How?
Key Questions (match Standard):
What is your (the student’s) claim?
Why create questions for research, and why do people perform research?
What are the different types of techniques in a variety of media (such as film, text, etc.)?
What is your evidence and where is it from?
How would you cite various types of media such as film, video, audio, and/or text as evidence used to support a claim in an argumentative presentation/essay?
What writing style will the student use for the final product?
Observable Student Behaviors (Performance)
Students will brainstorm and complete a writing plan.
Students will complete a Rough Draft.
Student’s presentations will highlight specific characteristics of perseverance.
Research must draw relevant evidence to support claim
Multiple forms of media must be used as evidence in presentation
Vocabulary
ELA
Argument/persuasive writing Claim Evidence Support MLA/APA Visual display brainstorm
Suggested Activities (see Legend to highlight MCO and [HYS])
Define claim and review supporting evidence of research. Intercultural Competence, [Cues, Questions, Organizers, Summarizing/Notetaking]
Read an example of an argumentative essay to class. Have students identify the claim and the supporting evidence. [Summarizing/Notetaking]
Brainstorm as a whole class a list of possible claims for this essay, then allow individual students to choose one of these or create a unique claim. [Summarizing/Notetaking]
Brainstorm: State claim, list evidentiary support, and list source of support [Cues, Questions, Organizers]
Outline for five paragraph argumentative essay [Cues, Questions, Organizers]
Theme Essential Question: How do characters, real and fictional, use words and actions to demonstrate perseverance?
Essential Questions:
Standards (Weeks 4-6)
Ongoing Standards
- R.L.7.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
- R.L.7.1 Key Ideas and Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- R.I.7.1 Key Ideas and Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- R.I.7.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literary non-fiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
- W.7.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.
- W.7.10 Range of Writing: Write routinely over extended time frames (times for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- SL.7.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
- SL.7.1.a Comprehension and Collaboration: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- SL.7.1.b Comprehension and Collaboration: Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
- SL.7.1.c Comprehension and Collaboration: Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
- SL.7.1d Comprehension and Collaboration: Acknowledge new information expressed by others and, when warranted, modify your own views.
- L.7.2 Conventions of Standard English: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
- L.7.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
- L.7.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
- L.7.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; word’s position or function in a sentence) as a clue to the meaning of a word of phrase.
- L.7.4.c Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital prints to find the pronunciation of a word or determine or clarify its precise meaning or its part growth.
- L.7.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension.
Objectives: The Learner WillAssessment
Product (Research started in Week 4- Product and presentation completed in Week 5/6):
Key Questions (match Standard):
Observable Student Behaviors (Performance)
Vocabulary
writing
Claim
Evidence
Support
MLA/APA
Visual display
brainstorm
Suggested Activities (see Legend to highlight MCO and [HYS])
Homework
Terminology for Teachers:
MLA or APA Style
Ethnicity/Culture | Immigration/Migration | Intercultural Competence | Socialization | Racism/Discrimination
High Yield Strategies
Similarities/Differences | Summarizing/Notetaking | Reinforcing/Recognition | Homework/Practice |
Non-Linguistic representation | Cooperative Learning | Objectives/Feedback |
Generating-Testing Hypothesis | Cues, Questions, Organizers
Resources
Professional Texts
- Holt McDougal Literature 7 online text http://my.hrw.com
- Persuasive Techniques
http://my.hrw.com/tabnav/controller.jsp?isbn=9780547616155- Persuasive Writing
http://my.hrw.com/tabnav/controller.jsp?isbn=9780547616155Literary Texts
Informational Texts
Art, Music, and Media
Manipulatives
Games
Videos
- http://my.hrw.com/tabnav/controller.jsp?isbn=9780547616155
- http://discoveryeducation.com
- Jackson’s Plan:
http://player.discoveryeducation.com/index.cfm?guidAssetId=1D3C5570-05F9-4F2B-8B39-F7CC6E469437&blnFromSearch=1&productcode=US- Holocaust: Teenage Experience
http://player.discoveryeducation.com/?blnPreviewOnly=1&guidAssetId=0597503a-0bf8-423f-9c89-ef340274469a- "Life Worth Living: One Man's Story"
http://player.discoveryeducation.com/index.cfm?guidAssetId=8658EE7A-16DB-4A10-B79D-22464FEFA3E0- Choices: http://player.discoveryeducation.com/index.cfm?guidAssetId=3A66B5C9-517C-46C9-B829-B2CBD8E22DAC&blnFromSearch=1&productcode=US
- Perseverence: Life is Worth Living:
http://player.discoveryeducation.com/index.cfm?guidAssetId=8658EE7A-16DB-4A10-B79D-22464FEFA3E0&blnFromSearch=1&productcode=USSight Words
SMART Board Lessons, Promethean Lessons
Other Activities, etc.
Language
Arts
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
7 Matrix
Accelerated 7
Matrix
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Home K-2
Home 3-6
Home 6-8
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6